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Journal of General Education and Humanities
Published by MASI MANDIRI EDUKASI
ISSN : -     EISSN : 29637147     DOI : 10.58421/gehu
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media Mathematics Other
The Journal of General Education and Humanities (GEHU) is a peer-reviewed scholarly online journal. The GEHU is published quarterly in February, May, August, and November. The GEHU is a non-profit journal whose publication is free of charge. The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU. The GEHU welcomes any papers on: Accounting Education Advanced Education and Learning Alternative Education Arabic Education Architectural Engineering Education Art Education Arts And Crafts Education Biology Education Business Management Education Challenging Education and Learning Character Education and Learning Chemistry Education Childhood Education Civic Education Civil Engineering Education Computer Science Education Cooperative Learning Critical Pedagogy Cross-Cultural Education Dance Education Distance Education Distinctive Education and Learning Economics And Cooperative Education Education Administration Education Development Education Management Innovations Education Method Education Policy Educational Administration Educational Evaluation Educational Leadership Educational Philosophy Educational Psychology Educational Technology Electrical Engineering Education Elementary Education English Language Education Entrepreneurship Education and Learning Family Welfare Education Fashion Education French Education Geography Education German Language Education Health Education And Recreation Higher Education History Education Indonesian Language And Literature Education Innovative Learning Design Islamic Economics And Finance Islamic Education Japanese Language Education Korean Language Education Language Education Learning Methods on Teaching Values Legal Education Literacy of Education, Sains, Learning Technology Mastery Learning Mathematics Education Mechanical Engineering Education Music-Art Education Non-Formal Education Office Management Education Other Issues Innovations Education from an Excellent International Educational Physical Education Physical Education, Health And Recreation Political Legacies and Critical Education Professional Development Teaching Progressive Education and Learning Regional Language Education Science Education Secondary Education Social Science Education Sociology Education Special Education Sports Coaching Education Training, Teaching And Learning And in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, research in an educational context, book reviews, and review articles.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 657 Documents
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Linguistic Features of English Used in Indonesian and Native English Podcasts Zuhana Syahfitri Siregar; Rusdi Noor Rosa; Rahmadsyah Rangkuti
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1472

Abstract

This study investigates the linguistic features of English used in Indonesian- and English-dominant podcasts through Halliday’s Systemic Functional Linguistics (SFL), focusing on the ideational, interpersonal, and textual metafunctions. The study addresses the limited comparative research on how English is functionally realized across different podcast discourse contexts. The objective of the study is to identify and compare the linguistic features used in Indonesian and English-dominant podcasts and to interpret these differences through the SFL framework. This research employed a qualitative descriptive design using transcript data from six podcast segments selected from Indonesian podcasters (e.g., Deddy Corbuzier, Gita Wirjawan, and Indah G) and English-dominant podcasters (e.g., Joe Rogan, John Mearsheimer, and Kids Rock & Joe). The selected podcast segments discussed similar themes in current affairs and social commentary. The findings suggest that the selected Indonesian podcast data tends to foreground evaluative and affective positioning through stronger modality, rhetorical emphasis, inclusive pronouns, and thematic foregrounding. In contrast, the English-dominant podcast data more frequently demonstrates explanatory reasoning, moderated stance-taking, and linear thematic progression. These differences indicate that English in podcast discourse functions as a flexible communicative resource shaped by sociocultural context, discourse orientation, and audience engagement. The study contributes to discourse analysis, digital media studies, and English language education by demonstrating how English is adapted and functionally organized in multilingual digital communication contexts.
Development of Digital Comics Based on Culturally Responsive Teaching (CRT) to Improve Multicultural Competence and Sustainability Literacy Neneng Kania Susi; Deddy Sofyan S; Yuyun Elizabeth Patras
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1478

Abstract

Integrating the concepts of nature and the times into learning is a crucial foundation for creating education that is relevant to students' needs and current developments. Learning in accordance with nature, which takes into account student characteristics and instills social and cultural values, can support the development of multicultural competencies and sustainability literacy. Learning in accordance with the times facilitates the use of digital technology in learning media. The study aims to develop a digital comic based on Culturally Responsive Teaching (CRT) to improve multicultural competence and sustainability literacy in elementary school students. The method used is Research and Development (R&D) with the ADDIE model. The research design used was a one-group pretest-posttest. The research subjects were 30 fourth-grade students at an elementary school in Bogor Regency. The results of expert validation showed that the media was in the very feasible category, with 100% of media experts, 97% of material experts, and 98% of language experts. The results of the N-Gain test showed an increase in multicultural competence of 0.5825 and sustainability literacy of 0.6430 in the moderate category. Teacher and student responses indicated that the media was very practical. Thus, digital comics grounded in Culturally Responsive Teaching (CRT) are deemed feasible and practical for learning and highly effective in improving multicultural competence and sustainability literacy. This media can be an alternative solution for teachers in creating learning that is contextual and relevant to students' lives.
Implementing Artificial Intelligence in Teaching Descriptive Text to Grade XI Students: A Qualitative Study at SMA Negeri 1 Dawarblandong Mojokerto Rifkatuzahro Rifkatuzahro; Dyah Worowirastri Ekowati; Mohammad Syahri
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1479

Abstract

This study aims to describe the implementation of Artificial Intelligence (AI) in teaching descriptive text to eleventh-grade students at SMA Negeri 1 Dawarblandong Mojokerto. The study employed a qualitative descriptive approach involving three English teachers and students who participated during classroom learning activities. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion-drawing techniques. The AI tools used in this study included ChatGPT and several AI-based learning support applications. The findings indicate that AI was implemented in the planning, teaching, and assessment stages. In the planning stage, AI-assisted teachers develop lesson modules, designing learning activities, and selecting appropriate instructional media. During the teaching process, AI-supported interactive learning activities increased student participation through the construction of descriptive text and prompt-based exercises. In the assessment stage, AI helped teachers provide faster feedback and analyze students’ progress more efficiently. Overall, the integration of AI supported teacher efficiency and creativity while also enhancing students’ engagement and learning processes in descriptive text instruction.
The Effect of Interval Training Methods on Aerobic Endurance in Soccer Playing Skills Mochamad Zakky Mubarok; Riki Ramadhan; Nur Mahfuzah Agustin; Seni Oktriani; Dicky Oktora Mudzakir; Yudhi Kharisma; Fauzan Effendy
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1481

Abstract

The objectives of this study were: 1) To determine the effect of intensive and extensive interval training methods on improving soccer skills in the high and low aerobic endurance groups; 2) To determine the interaction between interval training methods and aerobic endurance on improving soccer skills. The study used an experimental method with a 2x2 factorial design. Participants were 28 soccer players from the West Java Zone 4 League. The soccer skills research instrument used the Game Performance Assessment Instrument (GPAI). Hypothesis testing was carried out using factorial analysis of variance (ANOVA). Based on the analysis of the research data processing and discussion, the following conclusions can be drawn from this study: 1) The application of intensive interval training methods has a better effect than the extensive interval training method in improving soccer skills in the high and low aerobic endurance groups; 2) There is no interaction between interval training methods and aerobic endurance in improving soccer skills. These findings suggest that intensive interval training is more effective regardless of aerobic endurance level.
Artificial Intelligence and Teacher Creativity in Center-Based Early Childhood Learning: A Qualitative Study at PG-TKIT 2 Qurrota A’yun Ponorogo Harisma Fatihatul Hayyu; Dyah Worowirastri Ekowati; Mohammad Syahri
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1492

Abstract

This study examines early childhood teachers’ creativity in AI-supported center-based learning at PG-TKIT 2 Qurrota A’yun Ponorogo. It applies a descriptive qualitative approach within a constructivist paradigm. Data were collected through participatory observation, semi-structured interviews, and documentation involving six classroom teachers and one school leader. Data were analyzed using thematic analysis based on creativity indicators from J. P. Guilford and E. Paul Torrance, including fluency, flexibility, originality, elaboration, and evaluation. The findings indicate that integrating AI tools such as ChatGPT-4o and Google Gemini appears to enhance teachers’ creativity across the planning, implementation, and evaluation stages. In planning, AI supports rapid idea generation and variation. During implementation, it facilitates adaptive and multimodal learning aligned with children’s needs. In evaluation, AI contributes to more comprehensive and data-informed assessment practices. AI is also used to generate personalized learning content, including simple narrative adaptations based on children’s experiences, which strengthens engagement and contextual relevance. Overall, AI integration contributes to increased student participation, more diverse learning activities, and improved instructional efficiency. However, several challenges remain, including the risk of overdependence on AI, the need to verify content accuracy, and unequal parental digital literacy. These findings imply that AI should function as a supportive pedagogical tool rather than a substitute for teacher judgment. Strengthening teacher training and establishing ethical guidelines are essential to ensure responsible AI use in early childhood education.
Development of InShot-Based Interactive Learning Videos for Probability Learning in Grade VIII Students Nurul Latifah; Indah Widyaningrum; Reza lestari
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1494

Abstract

Probability learning is often considered difficult because students struggle in understand abstract concepts and relate them to real-life situations. In addition, the integration of contextual, interactive multimedia aligned with local tourism contexts in mathematics learning remains limited, even though such approaches can support more meaningful, student-centered learning experiences. This study aimed to develop and evaluate an InShot-assisted interactive learning video integrated into the tourism context of Pagaralam City to support probability learning among junior high school students. This research employed a Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation stages. Data were collected through interviews, expert validation questionnaires, and teacher and student response questionnaires conducted during one-to-one, small-group, and field trials. The results showed that the developed media achieved high feasibility and practicality in supporting probability learning. The integration of contextual tourism content, interactive video features, and mobile-based learning media created more engaging, meaningful, and interactive learning experiences for students. The developed media also supported students’ participation and conceptual understanding through contextual and visual learning activities. Therefore, this study contributes to contextual mathematics education by integrating local cultural potential with interactive multimedia learning in probability instruction.
Principal Leadership in Strengthening Students’ Qur’anic Worship Habits through the KAIH Program Estiyowati Estiyowati; Agus Tinus; Kuncahyono Kuncahyono
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1513

Abstract

Cultivating religious character in elementary schools requires systematic leadership to transform national habituation programs into sustainable practices embedded within school culture and organizational routines. The Seven Habits of Great Indonesian Children (KAIH) movement was introduced to strengthen students’ character development; however, the leadership mechanisms that support its implementation remain insufficiently explored. This study aims to examine how principal leadership strengthens the implementation of the KAIH program in improving students’ Qur’anic worship habits at an Islamic elementary school. This research employed a qualitative case study design using semi-structured interviews, observations, and documentation. Participants consisted of one principal, two sixth-grade teachers, two Qur’anic tutors, four parents, and 54 sixth-grade students selected through purposive sampling. Data were analyzed using an interactive qualitative analysis model involving data reduction, data display, and conclusion drawing. The findings reveal that the principal’s leadership is enacted through three interconnected dimensions: managerial leadership that establishes systematic planning, monitoring, and organizational support; exemplary leadership that demonstrates religious values through direct participation in worship activities; and motivational leadership that sustains commitment through training, appreciation, and continuous guidance. These integrated leadership dimensions strengthen students’ worship discipline, awareness, and consistency both at school and at home. Furthermore, this study proposes an integrated leadership mechanism model in which exemplary leadership functions as the foundational element reinforcing managerial and motivational practices to ensure the sustainability of religious habituation programs in Islamic elementary schools.
The Effect of Mathematics Teachers’ Pedagogical Competence on Students’ Learning Outcomes in Mathematics for Grade XI at Muhammadiyah 3 Senior High School, Sidoarjo Mohammad Khoirrudin Aamsy; Mohamad Syahri; Dyah Worowirastri Ekowati
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1514

Abstract

Teachers’ pedagogical competence is considered one of the key factors influencing the effectiveness of the learning process and students’ academic achievement. However, differences in pedagogical competence among mathematics teachers, particularly in adapting instructional strategies and technology integration, may contribute to variations in student learning outcomes. Therefore, this study aimed to analyze the effect of mathematics teachers’ pedagogical competence on the learning outcomes of Grade XI students at Muhammadiyah 3 Senior High School, Sidoarjo. This study employed a quantitative approach using an ex post facto research design. The population consisted of teachers and students of Muhammadiyah 3 Senior High School Sidoarjo, in the 2025/2026 academic year. The sample comprised two mathematics teachers and 34 Grade XI students selected through purposive sampling. Data were collected using questionnaires, documentation, observations, and interviews. Data analysis included descriptive statistics, normality and homogeneity tests, Pearson correlation analysis, simple linear regression, F-test, and t-test. The findings revealed that teachers’ pedagogical competence was generally categorized as good, particularly in explaining learning materials, understanding students’ learning needs, selecting appropriate teaching methods, and providing feedback. Students’ mathematics learning outcomes achieved an average score of 79.47, indicating a fairly good level of achievement. Pearson correlation analysis demonstrated a very strong positive relationship between pedagogical competence and learning outcomes (r = 0.987, p < 0.05). Furthermore, the results of the regression analysis, F-test, and t-test confirmed that teachers’ pedagogical competence had a significant positive effect on students’ mathematics learning outcomes.
Intertextual Awareness in EFL Report Writing: A Comparison of Field- and Web-Based Source Use Amroh Umaemah; Hendi Hidayat; Tedi Rohadi
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1529

Abstract

This qualitative study explores how EFL students interactively work with field- and web-based sources in academic report writing through processes of selection, interpretation, and integration. Data were collected through semi-structured reflective questionnaires, semi-structured interviews, and student report texts involving 32 third-semester students. Grounded in Bazerman’s intertextual typology and Canagarajah’s translingual framework, thematic analysis identified two overlapping intertextual repertoires that reflected distinct patterns of meaning-making. Field-based engagement encouraged experiential curiosity, dialogic interpretation, and narrative integration, in which students drew on cultural immediacy and personal experience to construct a stronger authorial voice and epistemic agency. In contrast, web-based engagement was more strongly associated with algorithmic search behaviour, multimodal decoding, and citation-oriented structuring. Although both source types supported strategic meaning-making, field-based practices demonstrated deeper interpretive engagement and more independent knowledge construction. The findings indicate that pedagogical support should integrate embodied inquiry and digital literacy to strengthen students’ critical intertextual competence in academic writing. The study also suggests incorporating hybrid source use into EFL writing instruction to support more balanced and adaptive academic authorship.
Embodied and Symbolic Communication in Islamic Da’wah: Reconstructing ‘Tepuk Sakinah’ as a Strategy for Internalizing Sakinah Family Values Ahmad Wahdan Ardi; Redi Panuju; Nur’annafi Farni Syam Maella
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1547

Abstract

The transformation of family structures in contemporary Muslim society has raised concerns regarding the effectiveness of Islamic da’wah in internalizing sakinah family values. Existing studies on da’wah communication have primarily focused on verbal, textual, and digital approaches, while the tangible, symbolic, and participatory dimensions remain underexplored. This study aims to reconstruct Tepuk Sakinah as a manifested and symbolic communication strategy in Islamic da’wah for strengthening the internalization of sakinah family values. A qualitative case study design was employed, with data collected through in-depth interviews, participatory observation, and document analysis at a selected Office of Religious Affairs (KUA). Data were analyzed using an interactive qualitative approach supported by theoretical triangulation. The findings reveal that Tepuk Sakinah functions as a multidimensional communication practice integrating embodied actions, symbolic meanings, and participatory engagement. Through rhythmic movements, collective interaction, and ritual repetition, participants actively construct meaning, develop emotional attachment, and internalize family values more deeply than through cognitive understanding alone. The study contributes to Islamic da’wah and communication scholarship by proposing a symbolic-participatory framework of realized communication and a model for value internalization. Practically, it highlights the significance of experiential and participatory approaches in enhancing the effectiveness of religious communication and strengthening family resilience in contemporary Muslim communities.

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